Transition planning has become an important topic in special education because it is a method for ensuring that students with disabilities are best prepared for life after high school. Students with disabilities tend to have more challenges with postsecondary success when compared to their non-disabled peers. In particular, students with learning disabilities face challenges in postsecondary school, as well as with gaining full time employment after leaving high school. Therefore, there was a need to identify the challenges that face students with learning disabilities and address how to remove these barriers in order for them to have productive lives after high school. The specific problem of interest was whether or not transition strategies such as self-determination skills, school and family collaboration, and interagency collaboration were effectively being ensuring student success when transition planning. This study consisted of a nonexperimental design which allowed for quantitative data collection by surveying special education teachers through the use of a Likert style survey instrument. The study provided special education teachers with information on which evidence-based strategies were most used. The findings were used to support the call for professional development to best address the challenges to implementing transitional strategies. Recommendation for future research centers on involving additional stakeholders, such as parents and students, as participants in the study. Also, a longitudinal study that would follow the students into the postsecondary would further create a better picture of how successful the students became through transitioning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]